Postgraduate Diploma in Education and Training – HFAB7001AM

Pre-service FULL time2019- 2020

Module Tutors:

Andrew Hudson, Wendy Croft, Cathy Mitchell and Katya Kitchingman

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Modules (20 credits each)

Teaching Learning and Assessment (HFUB7001)Theories that Underpin Teaching and Learning

(HFUB7002)Subject Specialist Pedagogy (HFUB7005)Designing and Developing the Curriculum

(HFUB7003)Developing Professional Practice (HFUB7004)

Researching Teaching (HFUB7006) Plus guidance on

(Observations, Reflective Practice and Minimum Core)

Contents

Introduction, Weblinks and PSET Contact Details

The Education and Training Foundation’s Professional Standards

The Society of Education and Training’s Code of Conduct

Advance HE and Fellowship (for HE practitioners)

College Calendar

Attendance, Tutorials, Support and Student Opinion

University of Bolton Assessment Regulations

Assignment Submission

Plagiarism and Fitness to Practice

Important Dates

Module 1: Teaching, Learning and Assessment

Module 2: Subject Specialist Pedagogy

Module 3: Theories that Underpin Learning

Module 4: Designing and Developing the Curriculum

Module 5: Researching Teaching

Module 6: Developing Professional Practice

Observations, Reflective Practice and Minimum Core

Assessment Criteria

Example of PSET team observation form

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Welcome to the Full Time Pre-Service Postgraduate Diploma in Education and Training.

This handbook contains the specifications for your modules and all of the key information you will need. Each module is described along with its assessment. Listings of learning outcomes, weekly schedules, general advice and reading lists are also included.

The assessment grading criteria can be found towards the end of the handbook.

Additional information may be released at various times during the course. Handbooks for the Literacy/ESOL and Numeracy Diplomas will be provided separately.

N.B. If in doubt about any aspect of this handbook, the modules or the course please speak to your module or personal tutor.

Important Web Links

Moodle

The web address for our Virtual Learning Environment is https://moodle.bradfordcollege.ac.uk/

You will find online content for each of the modules here, as well as more general information in the PSET hub:

https://moodle.bradfordcollege.ac.uk/course/view.php?id=760

Bradford College Student Portal

You can access the generic Bradford College portal, including access to your college email account, at the following address:

https://www.bradfordcollege.ac.uk/student-portal

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Bradford College Learner Portal

This is the channel of communication between you and HE Registry. At the end of the course the transcript of your results will only be published here. You can also view the modules you have been enrolled on:

https://learnerportal.bradfordcollege.ac.uk/

Staff Contact Details- All staff are based in the Lister Building in Room D5 – TELEPHONE 01274 438919

Name E mailKatya Kitchingman -Course Leader

k.kitchingman@bradfordcollege.ac.uk

Andrew Hudson - Numeracy specialist

a.hudson@bradfordcollege.ac.uk

Wendy Croft - Literacy specialist

w.croft@bradfordcollege.ac.uk

Cathy Mitchell -Module Tutor

c.mitchell@bradfordcollege.ac.uk

Kirstin Sawyer - Head of School.

k.sawyer@bradfordcollege.ac.uk

Course code:

Full time Postgraduate Certificate in Education and Training (Pre-Service) HFAB 7001AM

The Education and Training Foundation (ETF) was established in October 2013 and is the Government-backed, sector-owned national support body for the Further Education and Training sector. The PSET course is aligned with the following Professional Standards and you are expected to evidence against them throughout your training using the Training Record which will be shared with you on the course.

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Professional Standards

(Education and Training Foundation, 2014)

Teachers and trainers are reflective and enquiring practitioners who think critically about their own educational assumptions, values and practice in the context of a changing contemporary and educational world. They draw on relevant research as part of evidence-based practice. They act with honesty and integrity to maintain high standards of ethics and professional behaviour in support of learners and their expectations. (Education and Training Foundation, 2014)

The 2014 Professional Standards: set out clear expectations of effective practice in education and training; enable teachers and trainers to identify areas for their own professional

development; support initial teacher education; and, provide a national reference point that organisations can use to support the

development of their staff.

What’s in the standards? As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:

Professional Standards

Professional values and attributesDevelop your own judgement of what works and does not work in your teaching and training1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners2 Evaluate and challenge your practice, values and beliefs

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3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge4 Be creative and innovative in selecting and adapting strategies to help learners to learn5 Value and promote social and cultural diversity, equality of opportunity and inclusion6 Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understandingDevelop deep and critically informed knowledge and understanding in theory and practice7 Maintain and update knowledge of your subject and/or vocational area8 Maintain and update your knowledge of educational research to develop evidence-based

practice9 Apply theoretical understanding of effective practice in teaching, learning and assessment

drawing on research and other evidence10 Evaluate your practice with others and assess its impact on learning11 Manage and promote positive learner behaviour12 Understand the teaching and professional role and your responsibilities

Professional SkillsDevelop your expertise and skills to ensure the best outcomes for learners13 Motivate and inspire learners to promote achievement and develop their skills to enable

progression14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and

inclusive environment15 Promote the benefits of technology and support learners in its use16 Address the mathematics and English needs of learners and work creatively to overcome

individual barriers to learning17 Enable learners to share responsibility for their own learning and assessment, setting goals that

stretch and challenge18 Apply appropriate and fair methods of assessment and provide constructive and timely

feedback to support progression and achievement19 Maintain and update your teaching and training expertise and vocational skills through

collaboration with employers20 Contribute to organisational development and quality improvement through collaboration with

others

The Society for Education and Training (SET)’s Code of Conduct

In addition to the Professional Standards, we adhere to the Society for Education and Training (SET)’s Code of Conduct for practitioners working in the post-16 education and training sector. While membership is not compulsory, the overarching principles laid out in this Code of Conduct uphold and define our professionalism. As a trainee there is an expectation that you will also comply with this code:

https://set.et-foundation.co.uk/media/2410146/set-code-of-practice-final-for-publication.pdf

For those teaching HE

For trainees teaching a minimum of 50 hours in HE you can apply to become an Associate Fellow of the Higher Education Academy (HEA) at the end of the course. You will be given further guidance and individual support to make the application at the end of the course. You can refer to the HEA website for further guidance.

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https://www.heacademy.ac.uk/individuals/fellowship

The benefits of becoming an Associate Fellow are:

Consolidate personal development and evidence of professional practice in

your higher education career;

Demonstrate commitment to teaching, learning and the student experience,

through engagement in a practical process that encourages research, reflection and

development;

Fellowship is increasingly sought by employers across the higher education

sector as a condition of appointment and promotion;

For individuals, to identify their expertise with the entitlement to use post-

nominal letters – FHEA;

Recognised and valued by a growing number of international institutions. Underpinning your practice you should refer to the UK Professional Standards Framework and the full document is at the website link below.

https://www.heacademy.ac.uk/system/files/downloads/uk_professional_standards_framework.pdf

The course will enable you to develop the knowledge and expertise in order to demonstrate your achievement of the Standards.

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Calendar of the YearDate w/c 201902/09/19 Registration and induction Full time Education and Training09/09/19 registration and induction Part time Education and Training16/09/1923/09/1930/09/1907/10/1914/10/1921/10/1928/10/19 HE reading week04/11/19 11/11/1918/11/1925/11/1902/12/1909/12/1916/12/19 College closes 20/12/19 for Christmas for students23/12/19 Christmas30/12/19 BH

01/01Christmas

06/01/202013/01/2020/01/2027/01/2003/02/2010/02/2017/02/20 HE reading week24/02/2002/03/2009/03/20 16/03/2023/03/2030/03/2006/04/20 BH

10/04Easter

13/04/20 BH 13/04

Easter

20/04/2027/04/2004/05/20 BH

08/0511/05/20 Final Hand in of all work18/05/2025/05/20 BH

25/05Spring bank holiday

01/06/2008/06/2015/06/2022/06/20 Semester 2 HE exam committees and boards commence29/06/20 Semester 2 HE exam committees and boards continue06/07/20 Semester 2 HE exam committees and boards continue13/07/2020/07/20

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Attendance

Regular attendance in class or at your computer for distance learning elements is required for all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work: we encourage a ‘study buddy’ system to support this as well as an active VLE. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to your tutor. You are expected to maintain an attendance level of 100% on your course. If you are absent from sessions for three consecutive weeks, without adequate explanation, we have a duty to notify the student loan company and you may be deemed to have withdrawn from the course.

Tutorial support

Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in an early session. Academic Writing Support - Successful Writing for Academic Purposes (SWAP)

This is the Faculty’s academic writing support service offered by the Academic Writing Support Coaches.  What can they help with?

Study skills to improve writing, e.g. use of notebooks to capture vocabulary, organisation around note-taking, making essay plans.

Research skills, e.g. navigating reading lists, selecting appropriate secondary sources, using the Internet more effectively.

English language, e.g. punctuation, grammar, use of register. Academic writing, e.g. clear signposting in work to create coherence, not

assuming prior knowledge, critical engagement with own work and that of secondary sources.

 Students can use the SWAP Moodle site to book tutorials, submit work, and access useful documents / external sites. You will also find details of how to book onto a SWAP Critical Reading Group. The access key is AcadWrit+99.Contact: Jonathan Denhamj.denham@bradfordcollege.ac.uk

Student opinion

The School values student opinion and this is sought at modular level in the following ways:-

By completing a module review – this will be given to you by your tutor towards the end of the module;

Informal feedback is welcomed by tutors and, in the first instance students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the

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module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.

Compliments and Complaints

If you are not satisfied with an aspect of the course and wish to make a complaint: Your first action is to tell the person concerned what your complaint is, so that

the problem can be resolved if at all possible Details of the formal Complaints Procedure can be found on the college’s

Student Intranet website.

Conversely, if are enjoying the course and wish to compliment the team: Your first action is to tell the person concerned! Inform the module leader and course tutor Make sure that you complete a module review Tell your friends and colleagues

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University of Bolton Assessment Regulations Important Regulatory Points

(A link to the full regulations can be found on the College Moodle Site)

All courses:

the pass mark for a module is 50% for postgraduate modules

work must be submitted for all the components of a module

the maximum mark achievable for a re-assessed piece of work is 50% - the pass mark for a module

Submission of Assignments

If you are unable to submit an assessment/assignment/sit an examination on time, due to circumstances outside or your control, you should contact your module/course tutor at the earliest opportunity to discuss your difficulty and determine the best course of action. This may involve the use of one of the procedures below, provided that you have good reason and documentation to support your case. Extensions are only granted in exceptional circumstances. If you do not hand in on the EXACT time the work is due then marks will be deducted for lateness.

General Assessment Advice

You should consult the grading criteria; Look at the learning outcomes above – you need to demonstrate that you have

met these when completing the various tasks; The work must be presented in standard English, word processed, double line

spaced, show clarity of presentation and be coherently organised; The work must demonstrate relevance and breadth of reference to appropriate

literature; You are strongly encouraged to make use of the tutorial time allocated to ensure

that your work will meet the requirements of the assessment brief; Referencing must be the Harvard system of referencing. Use the school

referencing booklet “Guidelines on Referencing in Academic Writing”, for guidance. You will be penalised for poor referencing. All references cited in the assignment must be included in a reference list. A bibliography i.e. a list of everything you have read is not required, whether cited or not;

Word count: An assignment can be submitted with a word length of + or - 10% of the specified word length. For example, if an assignment of 2000 words is set then students can submit work with a word total within the range of 1800 to 2200 words. If the word total falls outside of these limits then the assessment grade and feedback given will report poor drafting and editing of the work. All words contained in the main body of the assignment contribute towards the word count.

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This includes quotations and references. It does not include the reference list or appendices;

Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.

Plagiarism

Academic misconduct is defined by the University of Bolton as any activity or attempted activity which gives an unfair advantage to one or more students over their peers and is treated very seriously.

To ensure that students are treated fairly and equitably, academic misconduct is divided into the following three types:

Academic Negligence:  This is regarded as the least serious offence and covers first time minor offences.  It includes plagiarism that is small in scale, not related to the work of other students, and which is considered to have resulted from ignorance or carelessness. 

Academic Malpractice:  This covers extensive paraphrasing of material with no acknowledgement of the source, systematic failure to reference, submitting work which has already been submitted for another assignment, and subsequent cases of Academic Negligence.  

Academic Cheating:  This is regarded at the most serious offence and covers Plagiarism in dissertations/final year projects/taught doctorate modules, collusion with other students, theft, commissioning/purchasing work, falsification of results/data, and all examination irregularities.

If suspected of academic misconduct, you will be required to attend either an informal or formal meeting and if subsequently found guilty, you will receive a penalty, the most serious of which can be exclusion from the University.  

Fitness to Practice

A student’s Fitness to Practise may be challenged when their behaviour, health and/or professional conduct gives cause for concern. In these circumstances, a student should be considered under Bradford College’s Fitness to Practise regulations. Please familiarise yourself with these important regulations.

https://tinyurl.com/fitnesstopractice

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Important Dates – the year overview: Please make sure you have noted all the start and due dates for assignments.

Module Dates Assignment due

1 Teaching, Learning and Assessment

2/9/19-13/9/19

4/11/19

2 Subject Specialist PedagogyMonday 4.30 – 7.30

30/9/19-14/10/20 and then 30/3/20 – 14/5/20

18/5/20

2 ESOL. Literacy or Numeracy Diploma

3 Theories that Underpin Teaching and Learning(Monday 4.30)

16/12/1924/2/20

9/3/20

4 Curriculum Design(Wednesday 4.30 – 7.30)

8/1/2026/2/20

4/3/20

5 Researching Teaching 16/9/19 – 9/12/19

20/4/20

5 ESOL, Literacy or Numeracy Diploma (2)

6 Developing Professional Practice(Wednesday 4.30 – 7pm)

4/3/2011/5/20

11/5/20

Personal and Professional Development (PPD) Sessions- these will run every week on a Monday or Wednesday 2.30 -4pm

Personal Tutorials – you will be required to attend three reviews throughout the year. To be arranged at mutually convenient times with Katya

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Module 1: Teaching, Learning and Assessment

Module Focus

The module is designed to enable participants to establish a firm foundation in Teaching, Learning and Assessment practice and theory.

The core skills, knowledge and understanding needed to teach in the sector will be explored. This will include consideration of purpose, planning, delivery, resources, assessment and evaluation.

The module will culminate in participants delivering a micro-teach session to their peers.

Professional Standards (2014)

As the module is a general introduction to teaching it begins the process of meeting many of the Professional Standards. In particular:

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners.

12 Understand the teaching and professional role and your responsibilities14 Plan and deliver effective learning programmes for diverse groups or

individuals in a safe and inclusive environment18 Apply appropriate and fair methods of assessment and provide constructive

and timely feedback to support progression and achievement.

Learning outcomes

1 Analyse the role, responsibilities and boundaries of a teacher in relation to your subject specialism and linked to the professionals standards.

2 Design and justify appropriate planning for inclusive teaching and learning.

3 Deliver and critically reflect on a teaching session (micro teach).

4 Evaluate a range of inclusive assessment strategies and tools which are suitable to your subject specialism.

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Assessment: Teaching Learning and Assessment (Level 6)

Type of Assignment: Two parts, as below Weighting: Part 1 – Essay 40%. Part 2 – Portfolio 60%

Word count: 5000 Submission Date: 04/11/19

Assessment Brief:

Part 1 (40%) Essay 2000 words

Appraise the role, responsibilities and boundaries of a teacher within your specialist teaching context.

(Learning Outcome 1)

Part 2 (60%) Portfolio 3000 word equivalence Plan and deliver a micro-teach. Reflect on planning, delivery and feedback to

identify your strengths and areas for development. Planning documents and rationale Assessment strategies/tools and rationale Initial standards tasks

(Learning Outcomes 2,3 and 4)

Schedule supplied

Reading List

Recommended

RecommendedBlack, P. and Wiliam, D. (1998) Inside the black box: Raising standards through classroom assessment. [Online]. Available: http://ngfl.northumberland.gov.uk/keystage3ictstrategy/assessment/blackbox.pdf https://weaeducation.typepad.co.uk/files/blackbox-1.pdf. Accessed 1st September 2019

Blanchard, J. (2009) Teaching, Learning and Assessment. Maidenhead: Open University Press

Cowley, S (2018) The Ultimate Guide to DifferentiationAchieving Excellence for All: London: Bloomsbury Education

Curzon, L.B and Tummons, J (2015) Teaching in Further Education: An Outline of Principles and Practice: London: Bloomsbury Academic

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Gould, J. and Roffey-Barentsen, J. (2018) Achieving your Diploma in Education and Training. 2nd Ed. London: SAGE Publications Ltd

Gray, L. and Smith, R (2017) Enhancing assessment and feedback with technology: a guide for FE and skills. https://www.jisc.ac.uk/guides/enhancing-assessment-and-feedback-with-technology. Accessed 1st September 2019

Petty, G. (2014) Teaching Today: A Practical Guide. 5th Ed. Oxford: OUP

Reece, I. & Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th edition. Sunderland: Business Education Publishers

Wallace, S. (2017) Motivating Unwilling Learners in Further Education: The key to improving behaviour. London: Bloomsbury Education

Books, eBooks and other Publications

Armitage, A., Bryant, R., Dunhill, R., Hammersley, M., Hayes, D., Hudson, A. and Lawes, S. (2003) Teaching and Training in Post-Compulsory Education. 2nd revised Ed. Buckingham: Open University Press.

Avis, J., Fisher, R. & Thompson, R. (2009) Teaching in Lifelong Learning. Maidenhead: Open University Press

Curzon, L. B. (2003) Teaching in Further Education. London: Continuum International Publishing Group.

Denby, N., Butroyd, R., Swift, H., Price, J. & Glazzard, J. (2008) Master’s Level Study in Education. Maidenhead: Open University Press

Ginnis, P. (2002) The Teacher’s Toolkit: raise classroom achievement with strategies for every learner. Carmarthen: Crown House Publishing.

Gravells, A. & Simpson, S. (2008) Planning and Enabling Learning in the Lifelong Learning Sector. Exeter: Learning Matters

Gravells, A & Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. Exeter: Learning Matters

Gray, D., Griffin, C. & Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes

Hayes, D., Marshall, T. & Turner, A. (2007) A Lecturer's Guide to Further Education: Inside the 'Cinderella Sector’. Maidenhead: Open University Press

Huddleston, P. and Unwin, L. (2007) Teaching and Learning in Further Education:

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Diversity and Change. London: RoutledgeFalmer.

Jarvis, P. (2002) The Theory and Practice of Teaching. London: Kogan Page

Lea, J., Hayes, D., Armitage, A., Lomas, L. & Markless, S. (2003) Working in Post-Compulsory Education. Maidenhead: Open University Press

LLUK (2007) Inclusive learning approaches for literacy, language, numeracy and ICT (London, LLUK).

Minton, D. (2005) Teaching Skills in Further and Higher Education. Basingstoke: Macmillan

Open University (2006) Types of Assessment for Disabled Students. [Online]. Available: http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/types-of-assessment-for-disabled-students.php

Petty, G. (2009) Teaching Today. (4th Edition) Cheltenham: Nelson Thornes.

Petty, G. (2006) Evidence Based Teaching - A Practical Approach. Cheltenham: Nelson Thornes

Race, P & Brown, S. (1998) The Lecturer’s Toolkit: A Practical Guide to Teaching, Learning and Assessment. London: Kogan Page

Reece, I. & Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th edition. Sunderland: Business Education Publishers

Tummons, J. (2007) Assessing Learning in the Lifelong Learning Sector. 2nd rev. ed. Exeter: Learning Matters.

Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. Exeter: Learning Matters.

Journal Articles

Ellington, H. (2000) How to become an excellent tertiary level teacher. Seven golden rules for university and college lecturers, Journal of Further and Higher Education, 24 (3), 311-321.

Nixon, L., Gregson, M. & Spedding, T. (2007) Pedagogy and the intuitive appeal of learning styles in post-compulsory education in England, Journal of Vocational Education and Training, Vol. 59 No. 1, pp. 39-51.

Ollin, R. (2008) Silent pedagogy and rethinking classroom practice: structuring teaching through silence rather than talk, Cambridge Journal of Education, 38 (2), 265-280.

Ross, J. (2006) ‘The reliability, validity and utility of self-assessment’. Practical Assessment: Research and Evaluation [Electronic]. Vol. 11, No. 10. Available:

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http://parenonline.net/pdf/v11n10.pdf

Seifert (2004) Understanding student motivation, Educational Research, Vol. 46 No. 2, pp.137-149.

Young, P. (2000) ‘I might as well give up’: self-esteem and mature students’ feelings about feedback on assignments, Journal of Further and Higher Education, 24 (3), 409-418.

Web Sites

Infed http://www.infed.org/An encyclopaedia of adult learning: Good for summaries of learning theories.

Times Educational Supplement http://www.tes.co.uk/Good for Jobs, News, Current educational issues and teaching tips!

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Module 2: Subject Specialist Pedagogy

Module Focus

This module aims to develop a systematic and critical understanding of contemporary issues in your specialist teaching subject and will enable you to respond to these issues pragmatically and creatively through the development of salient and original teaching resources, utilizing new and emerging technologies, with consideration of contemporary teaching and learning theory.

The module provides a safe space for you to experiment and take maverick approaches to assessment in order to better support the digital learners of the future.The content will be delivered using workshops to develop skills, tutor input on e-learning, peer-led sessions to showcase resources and group discussion. The delivery and learning will be supported throughout via the Virtual Learning Environment (VLE) and other Computer Mediated Communication (CMC) methods. You will be expected to attend all scheduled sessions and prepare for these in advance by undertaking relevant tasks and background reading.

Through the creation of a series of blogs/vlogs you have the opportunity to address many of the Professional Standards including the following:

Professional Standards (2014)

3 Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge

4 Be creative and innovative in selecting and adapting strategies to help learners to learn

14 Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment

15 Promote the benefits of technology and support learners in its use

Learning outcomes

1 Demonstrate a systematic and critical understanding of contemporary (macro and micro) issues in your own specialist area.

2 Critically analyse barriers to learning in your specialist area and make suggestions for overcoming them.

3 Act autonomously to plan and create innovative resources relevant to specialist teaching, with focus on differentiation and inclusion.

4 Critically reflect on the principle of ‘becoming an innovative specialist practitioner’ with consideration of the Professional Standards.

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AssessmentType of Assignment: Two parts as below (Portfolio blogs and a presentation)

Weighting: Part 1 50%- 3000 word equivalent, Part 2- Presentation (15-20 minutes)

The module is introduced in September to allow trainees to build on their portfolio and work on resource development. The module reconvenes in March for additional module content and the presentations.

Submission Date: 18/5/19

Assessment Strategy

Formative:Students will be formatively assessed throughout the module by tutors and peers. Trainees will devise innovative resources in practical sessions and peer assess in terms of innovation and suitability for specialist learners. This will then feed into the Part 2 summative assessment.

Summative: Part 1 (50% weighting): A series of blogs/a vlog.

Develop a series of blogs which critically evaluate contemporary issues in your specialist area (macro and micro)

Produce a vlog to reflect on the principle of ‘becoming an innovative, specialist practitioner with consideration of the professional standards.

(Learning outcomes 1,2,4) 3000 word equivalence

Part 2 (50% weighting)Presentation (15-20 minutes) and rationale of resources: plan, create and present an innovative resource for your specialist learners. Justify the resource in terms of their suitability for a specialist group with consideration of teaching and learning theory, inclusion and differentiation. (Learning Outcomes 2, 3)

Assessment Criteria

Students will demonstrate their ability to investigate contemporary issues within Education and Training and critically analyse how these impact teaching and learning in their specialist area. Students will create innovative resources, using new technologies, suitable for specialist audiences and present to peers.

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Assessment guidance:

Part 1: Portfolio (3000 word equivalent)

Develop a portfolio of blog posts which a) critically evaluate contemporary issues in your specialist subject and b) critically reflect on the importance of being an innovative practitioner, with reference to the professional standards. Blogs should include references and, where possible, these should be linked to your specialist area. Remember, this is the only module where your specialism is in the title!

Blogs 1 & 2- ‘Aims and Issues’ (2,000 words across the 2 blogs).

Two separate blogs exploring a contemporary issue (1 micro, 1 macro) relevant to your specialist area. Consider the impact of the issue on your salient aims as a specialist teacher and evaluate how course design, planning and quality processes can be used to overcome them.

Communication with fellow professionals in your specialist area (e.g. mentor), may aid understanding of the issues faced (particularly if you are new to teaching).

A Note on Style

Style can be more informal than in traditional academic writing (congruent with the engaging style of blog writing) but the same academic rigour and critical depth is expected at your level of study. Humour is acceptable and use of images throughout the blogs will enhance engagement. A reference list should be included at the end of each blog. Good presentation is important; competent use of IT is a central element of communication to learners and fellow professionals and is an expectation in the Professional Standards.

(LO 1,2)

Blog (Vlog) 3- Produce a video blog critically reflecting on the importance of ‘becoming an innovative specialist practitioner’ with consideration of the Professional Standards. (1000 word equivalent)

Create a video blog (Vlog) reflecting on your role as an innovative teacher in your specialist field, using a recognised model of reflection e.g. Brookfield’s lenses, Gibbs’ 6 questions, Schön, or Rolfe, Freshwater and Jasper’s– ‘What’ Model.

You may approach this in any way you wish e.g. reflect on the use of technology to aid communication in your specialist area (to students, fellow professionals and other stakeholders), reflect on your role as an innovative specialist teacher or you may like to reflect on an event where you used innovation to good (or less than good!) effect.

The reflection must be presented as a video and embedded into the blog. A list of references should be included at the end of the recorded presentation.

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(LO 4)

Suggested screencasting software (to be used in conjunction with other presentation software e.g. Prezi, Sway, PowerPoint):

http://www.screencast-o-matic.com/ -One-click screen capture recording on Windows or Mac computers with no install for FREE. Can record 15 minutes and then upload to YouTube.

Part 2: Presentation of an innovative resource (15-20 minutes, 3000 word equivalent).

Create 1 innovative resource. You will showcase/present this in a session. Include a rationale justifying the approach you have taken (Why is the resource appropriate for your specialist learners and in which ways have you considered differentiation and inclusion?) Make suggestions for 1 additional resource which is relevant to specialist teaching and learning. The resources should be embedded in the blog for maximum impact and one must use innovative technology.

Please also refer to moodle and the group Padlet for a variety of apps and teacher tools you might like to use.

(LO 3)

WEEKLY BREAKDOWN/LEARNING PROGRAMMETopics Module

Outcomes30/9 Discussion- what distinguishes your specialism/s from

other areas in HE/FE?

Subject specific aims and issues (Macro and Micro)

How this impacts course design and planning

Assignment advice

1, 2

7/10 Resources – Digital learning tools

Experiment with and critique a range of digital learning tools.

1, 2, 3, 4

14/10 Innovation. Development of resources- practical 3

Module Reconvenes in March- Completion on Aims and Issues Blogs. Develop a

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resource. 30/3 Seminar: Issues and debates in digital learning for

education. The Professional Standards.

Blended Learning: Models of Reflection

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Easter

20/4 Workshop and Individual tutorials. Screencast-o-matic support.

1,2,3,4

27/4 Innovative Resource Presentations

Present one innovative resource to the group. Peer feedback to explore the implications on teaching and learning.

Working with colleagues.

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4/5 Innovative Resource Presentations

Present one innovative resource to the group. Peer feedback to explore the implications on teaching and learning.

Working with colleagues.

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11/5 Assignment Workshop 1,2,3,4

18/5 Assignment submission.

Suggested Reading

In fitting with the contemporary, specialist nature of the module, some references should be current and from your specialist field as well as pedagogical. A wealth of journal articles can be found on ‘Discover @ Bradford College’. Please also refer to the reading list.

Reading List follows

Essential

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Further Education Learning Technology Action Group: FELTAG Report (2012) [Online]. Available: http://www.feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf [9 July 2018]

Journal of Educational Research

Richardson, W. (2010) Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Crown Press Roffey-Barentsen, J. & Malthouse, R. (2009) Reflective Practice in the Lifelong

Learning Sector. Exeter: Learning Matters.Stephenson [ed.] (2001) Teaching and learning Online- Pedagogies for New Technologies. London: Kogan Page

Times Educational Supplement [Online]. Available: http://www.tes.co.uk/ [9 July 2018]Books, eBooks and other PublicationsBack, S., Haynes, P. and Lewis Smith, J. (2006) Online Learning and Teaching in Higher Education. Maidenhead: Open University Press.Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. & Williamson, S.

(2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.

Fry, H., Ketteridge, S. & Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education. 3rd edition. Abingdon: Routledge.

Gravells, A & Simpson, S. (2009) Equality and Diversity in the Lifelong Learning Sector. Exeter: Learning Matters.

Palloff, R. and Pratt, K. (2011) The Excellent Online Instructor. California: Jossey-Bass.

Petty, G. (2006) Evidence Based Teaching - A Practical Approach. Cheltenham: Nelson Thornes.

Web Resources

Atherton, J. S. (2005) Learning and Teaching: About the site. [Online]. Available: http://www.learningandteaching.info/ [9 July 2018]

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The Education and Training Foundation [Online]. Available: http://www.et-foundation.co.uk/ [9 July 2018]

E-learning centre (2007) Predictions for e-learning. [online] E learning Centre. Available: http://www.e-learningcentre.co.uk/eclipse/Resources/predictions.htm [9 July 2018]

Littlejohn, A. and Buckingham Shum, S. (2003). (Eds.) Reusing Online Resources (Special Issue) Journal of Interactive Media in Education, 2003 (1). ISSN:1365-893X [Also Available: www-jime.open.ac.uk/2003/1/ [9 July 2018]

Petty, G. (2004) Differentiation. [Online]. Available: http://www.geoffpetty.com/differentiation.html [9 July 2018]JournalsJournal of Educational Computing Research

British Educational Research Journal Journal of Further and Higher Education

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Module 3: Theories that Underpin Teaching and Learning

Module Focus

This module has been designed to provide you with insights into different theories of how people learn and how to use these in a teaching and learning environment. It will enable you to develop knowledge and critical understanding of various theories of learning and apply them to your own learners in the context in which you teach.

Professional Standards (2014)

1 Reflect on what works best in your teaching and learning to meet the diverse needs of learners

2 Evaluate and challenge your practice, values and beliefs.4 Be creative and innovative in selecting and adapting strategies to help

learners to learn8 Maintain and update your knowledge of educational research to develop

evidence-based practice.9 Apply theoretical understanding of effective practice in teaching, learning and

assessment drawing on research and other evidence.

Learning outcomes

1 Demonstrate a critically reflective approach to your own teaching practice in relation to theories of learning;

2 Critically analyse how concepts and theories influence the learning process and professional practice.

3 Critically examine a range of theoretical approaches to learning of your choice;

4 Evaluate the impact of theoretical approaches to learning in terms of inclusive learning and democratic education.

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Assessment: Theories that Underpin Teaching and Learning (level 7)

Type of Assignment: Essay Weighting: 100%

Word count: 5000 Submission Date: 11/3/19

Assessment brief:

100% 4000 wordsCritically evaluate a range of theories of learning and make judgments about which are the most useful in terms of developing your own teaching practice, and in providing an inclusive and democratic learning experience.Learning Outcomes 1,2,3,4,5,6,7)Assessment Guidance

You will need to discuss all four of the main schools of learning theory: Behaviourist, Humanist, Cognitivist and Social/Situated Learning.

Within this discussion or in addition you could also examine other specific models or theories of learning e.g. Andragogy, Deep and Surface learning, Gestalt, Constructivism, Communities of Practice.

You may include any relevant model or theory related to learning, drawing on your own research and practice.

As it is an essay do not use subheadings and bullet points.

Further you will also need to relate these theories to your own context and classroom practice. Avoid too much description of the theories and concentrate on analysis and appraisal in relation to your own practice. Give examples to exemplify your argument.

Consider What theories can be seen as underpinning current practices What is your personal philosophy or “theory of learning” and how does it

influence your practice Any subject specific theories related to your specialism What ethical dimensions should be considered How theories and subsequent approaches may support or undermine

inclusion What theories will you draw on to develop your practice further?

Possibly Structure: There are many ways to construct an essay and the following advice is simply one way. For higher marks it is important that your argument is “critical and organized” “analyses and synthesizes” (see assessment criteria for level 7 in the handbook).

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There needs to be flow in your argument and it should be coherent (make sense!) and draw on support from a range of sources.

Some alternative approaches

1. Use the participation versus acquisition metaphor from Coffield (see session 1). Evaluate the different theories or schools in reference to this and what is needed in your specialism.

2. Work through each main school in turn, evaluating and relating in terms of your specialism and preference as you go. If you take this approach be careful to join your argument together. E.g. The criticisms of one school can be seen to lead to consideration of a different school.

3. You could use your own specialism and teaching to frame a discussion of all the schools. Explaining how different theories support different aspects of practice. With this approach be careful to give enough description, depth and consideration of the breadth of the theories, don’t simply mention one aspect then move on.

4. Use some other framework, originality is very welcome……

Whichever approach you take be cautious in your language. You should express your preference and state what you see as useful in your teaching, but you are not really in a position to completely dismiss any general school. Criticism and evaluation is needed supported by examples from practice and reference to sources, but again this should be balanced with recognition of the wide-ranging influence of the main schools of learning theory.

Examples from practice are important; these exemplify your argument and demonstrate your understanding of how the theory applies.

5000 words suggests a substantial introduction and conclusion. Again at this level, your own style of writing should be emerging and originality is welcome.

Consider the following…

The introduction outlines the framework/structure of the argument. What is your framework/structure? What are your definitions of learning and which schools/theories are

relevant? What is the focus in terms of your specialism and personal preference?

The conclusion summaries the argument with reference to the key points made. What are your key points of evaluation in terms of the main schools and your

own practice What are the implications going forward for educators, your specialism and

your own teaching Are there any key development points for your own practice?

Some people write the introduction and conclusion first, to structure the work and ensure it follows a line of argument from intro to conclusion. This can help you stay on track as you write the main body. Others write the conclusion and introduction last, this is in response to how the main body has developed as you write it.

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Which every approach you take don’t get “hung up” on the introduction or conclusion, this can stall the writing process. If you are stuck just leave it and start writing about something you want to express in the main body.

If you are struggling for structure consider the very rough formulae word count …..500 intro, 750 (x4) for each school, 500 conclusion = 4000 words.

(N.B. You will need to integrate and synthesize the discussion between the schools.)

Finally, do express yourselves via your arguments; you are the experts in your own teaching. Use sources to support and offer counterpoints to your arguments.

WEEKLY SCHEDULE

Mondays4.30-7.30

Topic and Activities

Learning Outcomes

1 17/12/18 Introduction to the module.Teaching and Learning Styles.

Define learning and domains of learning.Examine how of theories of learning relate to teaching.Critically review learning styles theories. Apply understanding to your specialist area.

Christmas break

2 7/1/19 Schools of Thought - 1 Behaviourist Approaches

Critically examine key theories linked to the Behaviourist schoolApply theories to own teaching context

3 14/1/19 Schools of Thought – 2Humanist Approaches

Critically examine key principles of HumanismContrast with other approachesApply theories to own teaching context

4 21/1/19 Schools of Thought – 3 Cognitivist Approaches

Critically examine key theories in CognitivismContrast with other approachesApply theories to own teaching context

5 28/1/19 Integrating Theory and Practice

Applying theories in relation to own teachingTheory and reflective practiceIdentify concepts that underpin own approach to teaching

6 4/2/19 Social Inclusion and

Critically examine key principles of a range of specific learning theories

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Mondays4.30-7.30

Topic and Activities

Learning Outcomes

selected specific models of learning

Evaluate theories of learning in relation to inclusion

7 11/2/19 Workshop

Reading Week and Individual Tutorials

8 25/2/19 Assignment submission

Reading list follows:

Module 2: Theories that Underpin Teaching and Learning

Recommended

Coffield, F. (2008) Just Suppose Teaching and Learning Became the First Priority… London: Learning and Skills Network [available on Moodle]

Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector Exeter: Learning Matters

Illeris, K. (2009) Contemporary Theories of Learning. Abingdon: Routledge

Books, eBooks and other Publications

Bandura, A. (1976) Social Learning Theory Englewood, NJ: Prentice-Hall

Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press.

Friere, P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin.

Hewitt, D. (2008) Understanding Effective Learning: Strategies for the Classroom. Maidenhead: Open University Press.

Jarvis, M. (2005) The Psychology of Effective Learning and Teaching. Cheltenham: Nelson Thornes.

Jordan, A., Carlile, O. & Stack, A. (2008) Approaches to Learning. Maidenhead: Open

University Press.

McMillan, M. (1904) Education Through the Imagination. London: Swan-Sonnenshein

Morgan-Klein, B. & Osbourne, M. (2007) The Concepts and Practices of Lifelong

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e-book

e-book

e-book

Learning. Abingdon: Routledge.

Muijs, D. & Reynolds, D. (2005) Effective teaching: evidence and practice, 2nd edition. London: Sage Publications

Postman, N. and Weingartner (1971) Teaching as a Subversive Activity. Harmondsworth: Penguin

Pritchard, A. (2014) Ways of Learning: Learning Theories and Learning Styles in the Classroom. 3rd edition. London: Routledge

Schunk, D. (2014) Learning theories: an educational perspective. 6th edition. Essex: Pearson

Tennant, M. (2006) Psychology and Adult Education. 3rd edition. Maidenhead: Routledge

Wenger, E. (1999) Communities of Practice: Learning, Meaning, and Identity, Cambridge: CUP

Journals

Arora., P. (2010) ‘Hope-in-the-wall? A digital promise for free learning,’ British Journal of Education Technology, 41(5): 689-702

Avis, J. (2012) ‘The ambiguities of learning in the knowledge economy: transformation, innovation and capital,’ Journal of Vocational Education and Training, 64:1, 119-125

Blaschke, L. M. (2012) ‘Heutagogy and lifelong learning: a review of heutagogical practice and self-determined learning’. The International review of Research in Open and Distance Learning, 13: 1, 1-8

Canning, N. (2010) ‘Playing with heutagogy: exploring strategies to empower mature learners in higher education’, Journal of Further and Higher Education, 34: 1, 59-71

Coffield, F. and Edward, S. (2009) ‘Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice?’, British Educational Research Journal, 35: 3, 371-390

Pasher, H., McDaniel, M., Roher, D. and Bjork, R. (2008) ‘Learning Styles: Concepts and Evidence’, Psychological Science in the Public Interest, 9(3): 106-116 [available on Moodle]

Towler, C., Woolner, P. and Wall, K. (2012) Exploring Teachers’ and Students’ Conceptions of Learning in Two Further Education Colleges. Journal of Further and Higher Education 35:4, 501-520

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e-book

e-book

e-book

e-book

Module 4: Designing and Developing the Curriculum

Module Focus This module has been designed to provide a comprehensive introduction to the specific skills and underpinning knowledge that students will need as new teachers in terms of analysing and evaluating their curriculum. The module will also enable students to develop a critical understanding of how curricula are developed in the post compulsory sector.

The content will be delivered through blended learning using Moodle. There will be an introductory session and then follow up sessions for face to face discussion and feedback as well as on-line support through an online forum.

Professional Standards (2014)

2 Evaluate and challenge your practice, values and beliefs.5 Value and promote social and cultural diversity, equality of opportunity and

inclusion.14 Plan and deliver effective learning programmes for diverse groups or

individuals in a safe and inclusive environment16 Address the mathematics and English needs of learners and work

creatively to overcome individual barriers to learning20 Contribute to organisational development and quality improvement through

collaboration with others.

Learning outcomes

1 Critically analyse the context in which your specialism curriculum operates within the education and training sector and how this impacts on educational provision.

2 Critically evaluate models, theories and underpinning ideologies of curriculum design in relation to your specialist subject

3 Appraise curriculum approaches to inclusion and meeting student needs. 4 Justify proposals for development and improvement to a specific curriculum

AssessmentSummative: Work Due 5/3/19Part 1 (50%) – essay 3000 words Describe, apply and evaluate curriculum ideologies and models (LOs 1, 2)

Part 2 (50%) – curriculum proposal 3000 word equivalent Construct a proposal for a curriculum in the form of an annotated scheme of work and accompanying resources. This should outline the curriculum offer to a defined group of students at a particular level and justify the delivery and assessment methods used (initial, diagnostic, formative and summative). Annotate the proposal

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to demonstrate the theories and models that underpin the curriculum. The factors that have influenced the curriculum offer should be clearly identified and the needs of individual learners taken into account. Methods to evaluate the curriculum by students should be built into the proposal and clear links made to quality assurance and quality improvement processes and systems (LOs 3, 4)

Indicative content

Ambiguous nature of concepts and definitions of curriculum

Appraisal of the curriculum change cycle and the factors that impact on a curricula

Explicit and Implicit factors involved in designing appropriate curricula

Analysis of contexts for curriculum offer Underpinning Ideologies, theories, models and

principles of curriculum design Effective Inclusive design of curriculum Impact of social, economic and cultural

differences to achievement in relation to specialist area

Appraisal of curriculum initiatives and the impact on provision

Apple, M. (2004) Ideology and Curriculum. 3rd edition. London: Routledge Falmer.

Fallace, T. (2012). Race, culture, and pluralism: The evolution of Dewey’s vision for a democratic curriculum. Journal Of Curriculum Studies, 44, 13-35

Fullan, M (2016), The new meaning of educational change, New York : Teachers College Press

Gregory, D. K. (2017) In Search of a New Curriculum Theory, Online Submission. Available at: https://files.eric.ed.gov/fulltext/ED577106.pdf. Accessed: 4 October 2018.

Kelly, A.V. (2009) The curriculum: Theory and Practice. 6th edition. London: Sage.

Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s and Student Teacher’s Study Guide. Cheltenham: Nelson Thornes.

Ofsted (2016) How well are further education and skills providers implementing the ‘Prevent’ duty? Available: https://www.gov.uk/government/publications/the-prevent-duty-in-further-education-and-skills-providers Accessed 4th October 2018

Pinar, W. (2012) What Is Curriculum Theory? 2nd edition. Oxford: Routledge.

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Posner, G. (2003) Analysing the Curriculum. 3rd edition. New York: McGraw-Hill Higher Education.

Ruth, M. (2015) ‘Philosophy of education’, Salem Press Encyclopedia. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,url,uid,shib&db=ers&AN=100259284&site=eds-live. Accessed: 4 October 2018

Tummons, J. (2012) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters.

Weis, L., McCarthy, C & Dimitriadis, G. (eds) (2006) Ideology, Curriculum and the New Sociology of Education. London: Routledge.

Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45, 101-118.

Module 5: Researching Teaching

Module Focus This module aims to develop your skills and understanding of Action Research through a critical analysis of one aspect of your own teaching and learning practice.

The module will enable you to develop knowledge and a detailed understanding of the key features and purposes of Action Research and you will be able to show an in-depth awareness of the Action Research process.

You will use established techniques of research and enquiry to carry out a Primary Research project, showing an ability to manage ethical considerations. You will be required to present your research and key findings in an appropriate format.

Professional Standards (2014)

1 Reflect on what works best in your teaching and learning to meet the diverse needs

4 Be creative and innovative in selecting and adapting strategies to help

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learners to learn7 Maintain and update knowledge of your subject and/or vocational area8 Maintain and update your knowledge of educational research to develop

evidence-based practice9 Apply theoretical understanding of effective practice in teaching, learning

and assessment drawing on research and other evidence20 Contribute to organisational development and quality improvement through

collaboration with others

Learning outcomes

1 Critically review the Action Research process

2 Evidence a critical awareness of ethical considerations when carrying out Action Research in an educational workplace

3Employ established techniques of research and enquiry to carry out an Action Research project on one aspect of your own teaching and learning practice, showing an ability to manage ethical considerations

4Critically analyse and interpret research and key findings and present in a report

5 Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

Assessment: Researching Teaching (Level 7)

Type of Assignment: Action Research Report

Assessment: Due 20th April 2020

Weighting: 6,000 word report 100%

Assessment Brief:

Carry out an Action Research project on one aspect of your own teaching and learning practice, taking into account ethical considerations. Present and critically evaluate the research and key findings in an appropriate format (LO 1, 2, 3, 4, 5)

You will submit a proposal to be approved for ethical clearance by the module tutor before commencing with the project. This will be the basis for initial feedback and guidance. Your proposal form needs to be in by 11/12/19

Module Assessment Advice/Criteria: To pass this module assessment you will have to meet all the learning outcomes. You should check your work before

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submission to see that you have completed all the tasks and fulfilled the grading criteria

Date (Wednesday)

Session focus Learning outcomes

1 18/09/19 Recap and review what Action Research is?

Identify and develop the research question in readiness for the proposal submission

1.Critically review the Action Research process

2 25/09/19 Research Methodologies and Methods

3. Employ established techniques of research and enquiry to carry out an Action Research project on one aspect of your own teaching and learning practice, showing an ability to manage ethical considerations

3 02/10/19 Research Proposal Seminar where trainees will present their research proposal to their peers and module tutor

5.Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

4 09/10/19 Ethics of Research(Submit Section 1, Research proposal)

2.Evidence a critical awareness of ethical considerations when carrying out Action Research in an educational workplace

5 16/10/19 Analysis of results 1.Critically review the Action Research process

6 23/10/19 Measuring the impact of research 4. Critically analyse and interpret research and key findings and present in a report

Reading Week7 06/11/19 Action Research Workshop(no

formal session – individual and small group tutorial)

1.Critically review the Action Research process

8 13/11/19 No attendance xxxxxxxxxxxxxxxxxxxxxxx9 20/11/19 Research Seminar

(Discussing progress and findings so far)

5.Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

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Date (Wednesday)

Session focus Learning outcomes

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27/11/19 Tutorials One-to-one guidance and support

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04/12/19 Tutorials One-to-one guidance and support

12

11/12/19 Tutorials One-to-one guidance and support

As required Tutorials towards submission20/04/20 Submission of

Assignment

Module 6: Developing Professional Practice

Module Focus

This module offers you the opportunity to critically investigate the professional role of a teacher/trainer. You will explore a range of models, frameworks, policies and organisations in relation to your own work and notions of professionalism and professional values.

Professional networks and support organisations will be emphasised and models of Continuous Professional Development (CPD) explored.

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You will complete the process of evidencing the Professional Standards through your Teaching (PPD – Personal and Professional Development) Portfolio. Action planning will focus on your further development as an NQT – Newly Qualified Teacher.

Part 1

Professional Standards (2014)

2 Evaluate and challenge your practice, values and beliefs.12 Understand the teaching and professional role and your responsibilities.

Part 2- All

Learning outcomes

1 Critically appraise the concept of professionalism and core professional values for teachers in education and training.

2 Critically examine key issues in relation to evaluation and accountability in relation to your own teaching context.

3 Evaluate models of Continuous Professional Development and relate these to the development of your own professional role.

4 Systematically review the professional standards for teachers (FE) and present evidence of fulfilling them successfully.

Part 1: Essay 40% (2400 words) LO’s 1 and 3Part 2: 60% (3600 word equivalent) LO’s 2 and 4

Essay titleCritically evaluate the concept of professionalism, core professional values and models of Continuous Professional Development and relate these to the development of your own professional rule.

Indicative Content

Role of a teacher, tutor or trainer in post 14, FE and HE. Professional networks and support organisations Professional issues, dilemmas and responses Appraisal of mangerialism in the sector, professional responses Accountability and evaluation CPD models and frameworks Professional formation and the NQT Meeting and evidencing professional standards, including action planning.

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Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., Coe, R. (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. http://tdtrust.org/about/dgt/

Daley, M, Orr, K, & Petrie, J. eds. (2015) Further Education and the Twelve Dancing Princesses, Institute of Education Press (IOE Press), London.

Fraser et al (2007) ‘Teachers’ continuing professional development: contested concepts understandings and models’. Professional Development in Education Vol.33, No2, p153-169

Gleeson, D., Davies, J. & Wheeler, E. (2005) On the making and taking of professionalism in the further education workplace. British Journal of Sociology of Education 26 (4) p445-460.

Kennedy A (2005) ‘Models of Continuing Professional Development: a framework for analysis.’ Journal of In-service Education, Vol. 31, No. 2, pp. 235-250

Lunenberg, M., Dengerink, J. and Kothagen, F. (2014). The Professional Educator, Roles, Behaviour and Professional Development of Teachers Educators. Rotterdam, Sense Publishers.

Scales, P., Pickering, J., Senior, L., Headly, K., Garner, P. and Boulton, H. (2011) Continuing Professional Development in the Lifelong Learning Sector. Maidenhead: Open University Press.

Tlili, A. (2010) ‘Exploring Professionalism’. Journal of Further and Higher Education. Vol. 34, No. 1 pp. 135-136

Tummons, J. (2010) Becoming a Professional Tutor in the Lifelong Learning Sector. Exeter: Learning Matters.

Education and Training Foundationhttp://www.et-foundation.co.uk/

University and College Unionwww.ucu.org.uk

Society for Education and Traininghttps://set.et-foundation.co.uk/

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Module 6: Researching Teaching

Module Focus This module aims to develop your skills and understanding of Action Research through a critical analysis of one aspect of your own teaching and learning practice.

The module will enable you to develop knowledge and a detailed understanding of the key features and purposes of Action Research and you will be able to show an in-depth awareness of the Action Research process.

You will use established techniques of research and enquiry to carry out a Primary Research project, showing an ability to manage ethical considerations. You will be required to present your research and key findings in an appropriate format.

Professional Standards (2014)

1 Reflect on what works best in your teaching and learning to meet the diverse needs

4 Be creative and innovative in selecting and adapting strategies to help learners to learn

7 Maintain and update knowledge of your subject and/or vocational area8 Maintain and update your knowledge of educational research to develop

evidence-based practice9 Apply theoretical understanding of effective practice in teaching, learning

and assessment drawing on research and other evidence20 Contribute to organisational development and quality improvement through

collaboration with others

Learning outcomes

1 Critically review the Action Research process

2 Evidence a critical awareness of ethical considerations when carrying out Action Research in an educational workplace

3Employ established techniques of research and enquiry to carry out an Action Research project on one aspect of your own teaching and learning practice, showing an ability to manage ethical considerations

4Critically analyse and interpret research and key findings and present in a report

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5 Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

Assessment: Researching Teaching (Level 7)

Type of Assignment: Action Research Report

Assessment: Due 20th April 2020

Weighting: 6,000 word report 100%

Assessment Brief:

Carry out an Action Research project on one aspect of your own teaching and learning practice, taking into account ethical considerations. Present and critically evaluate the research and key findings in an appropriate format (LO 1, 2, 3, 4, 5)

You will submit a proposal to be approved for ethical clearance by the module tutor before commencing with the project. This will be the basis for initial feedback and guidance. Your proposal form needs to be in by 11/12/19

Module Assessment Advice/Criteria: To pass this module assessment you will have to meet all the learning outcomes. You should check your work before submission to see that you have completed all the tasks and fulfilled the grading criteria

Date (Wednesday)

Session focus Learning outcomes

1 18/09/19 Recap and review what Action Research is?

Identify and develop the research question in readiness for the proposal submission

1.Critically review the Action Research process

2 25/09/19 Research Methodologies and Methods

3. Employ established techniques of research and enquiry to carry out an Action Research project on one aspect of your own teaching and learning practice, showing an ability to manage ethical considerations

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Date (Wednesday)

Session focus Learning outcomes

3 02/10/19 Research Proposal Seminar where trainees will present their research proposal to their peers and module tutor

5.Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

4 09/10/19 Ethics of Research(Submit Section 1, Research proposal)

2.Evidence a critical awareness of ethical considerations when carrying out Action Research in an educational workplace

5 16/10/19 Analysis of results 1.Critically review the Action Research process

6 23/10/19 Measuring the impact of research 4. Critically analyse and interpret research and key findings and present in a report

Reading Week7 06/11/19 Action Research Workshop(no

formal session – individual and small group tutorial)

1.Critically review the Action Research process

8 13/11/19 No attendance xxxxxxxxxxxxxxxxxxxxxxx9 20/11/19 Research Seminar

(Discussing progress and findings so far)

5.Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

10

27/11/19 Tutorials One-to-one guidance and support

11

04/12/19 Tutorials One-to-one guidance and support

12

11/12/19 Tutorials One-to-one guidance and support

As required Tutorials towards submission20/04/20 Submission of

Assignment

Observations, Reflective Practice and the Minimum Core

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During your course, you are required to be observed in your teaching practice a minimum of eight times and to maintain a teaching file which records this observation and your reflective responses to this process.

You will be responsible for arranging these eight observations, four with your tutor in the PCET department and four with your mentor.

Your teaching file will be divided into 2 parts and will grow as the process progresses:

Part 1. Before your observation you will need to source the correct PSET/mentor observation form and provide a brief rationale for the observed session with comments about your context and anything else you’d like your observer to be aware of. Please email this to your observer prior to the session.

At the observed session you will need to provide a physical teaching file containing a lesson plan, scheme of work, and copies of key resources.

Part 2 is your reflective response to each lesson itself and the feedback, followed by a brief and realistic action plan for your continuing development. We will ask you to use a verity of models of reflective practice during the course, for instance, you might start off with Gibbs’ six-stage ‘Describe, feelings, evaluation, analysis, conclusion, action plan’ or Rolfe, Freshwater and Jaspers’ ‘What? So what? Now What?’ and then move on to Brookfield’s four critical lenses. You will also need to provide documentation from any previous observations including PSET/mentor feedback and your reflections.

You will need to bring your teaching file to each observed session so that the observer can see your reflections and action plan and previous feedback.You should refl ect on observations as soon as you have received your feedback. This reflection should appear in your Wordpress blog.

Diagram of the process of observation.

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Needs editing as rationale is spelt wrong

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PSET TEAM OBSERVATION FORMTrainee teacher observed: PCET course and year:

Observer: Observed course/ level:

Date & time: Number of learners: Organisation:

Trainee to complete this rationale with as much detail as possible and send to link tutor the day BEFORE the observation:

1. Identify any specific needs present in the group.(e.g. SEND/EAL/High Level Learners)

2. Purpose and context of the lesson: (e.g introducing a new topic, consolidating prior learning, completing assessment activity)

3. Links to previous and next lesson (include reference to Scheme of Work)

4. Learning Objectives: (What do you want learners to achieve by the end of the session?)

5. Literacy and numeracy (How can you capitalise on opportunities to integrate English/Maths in your session?)

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Summary of strengths:

Summary of areas to develop:

Requires Improvement:

A = Established B = Consolidating C = Area to develop D = Not seen A B C DProfessional values and practice Reflect on what works best in your teaching and learning to meet the diverse needs of learners. (Teaching practice file reflections and Action Plan) PS 1Build positive and collaborative relationships with colleagues and learners. PS6Value and promote social and cultural diversity, equality of opportunity and inclusion. PS5Demonstrate understanding of the role and responsibilities of a professional teacher. (Including H& S) PS 12

Learning and teachingInspire, motivate and raise the aspirations of learners through your enthusiasm and knowledge. PS3Engage learners with creative and innovative teaching and learning strategies. PS4Differentiate approaches to support and challenge all learnersManage learning; ensuring learners understand purpose, structure and context. PS11Enable learners to develop responsibility for their learning, promoting independent learning PS17Communicate effectively and present information clearly Manage and promote positive behaviour PS 11

Specialist learning and teachingApply in-depth subject specialist knowledge and pedagogy to meet the needs of all learners. PS8Make links between the specialist area and its wider context (e.g. work, legislation, current issues). PS7Use specialist resources to create interest and discussion

Planning for learning

Devise and share well-written learning outcomes PS17Consider wider curriculum issues (e.g. employability, united values, critical thinking) PS12Differentiate to meets the needs of all learners Consider opportunities to embed, English, Maths and ILT PS16Well-structured - including appropriate beginning, middle and end sections PS14

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Assessment for learningApply appropriate and fair methods of assessment. PS18Use formative assessment that captures the progress of learners throughout the sessionProvide constructive and timely feedback to support development and achievement. PS18Take the opportunity to use peer or self-assessment, where appropriate.Employ effective questioning skills.

English, mathematics and technologyEffectively address the mathematics needs of learners. PS16Effectively address the English needs of learners PS16Promote the benefits of technology and support learners in its use? PS15

The Post-Observation Process and Tasks

You are expected to:

Read through the observation report, paying particular attention to feedback regarding both consolidating skills and areas to develop and discuss with the observer any points that you need clarifying.

Complete a written reflection on the observation using any format but drawing on models of reflection; the focus should be on your development as a teacher.

Develop an Action Plan detailing how you intend to develop your practice

Use the observation feedback, reflection and action plan to inform the rationale for the next observation.

Upload the observation report, reflection and action plan to your Wordpress Portfolio.

Include printed copies of the observation report, reflection and action plan in your Teaching Practice File alongside any other documentation from the session (e.g. lesson plan and resources). Please remember that your observer needs access to this file during your observation.

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A successful session YES NO

General Assessment Guidelines for Written Assessments Level 7

This marking criteria will help you to distinguish between the different levels of performance that are required for the different grades applied to assessments.

Higher grades place more emphasis on skills such as independent reading and the correct use of these sources, critical analysis, concise writing and well-presented arguments.

Lower grades are obtained when the work is incoherent and descriptive. Refer to this guide before and during every assignment.

General Assessment Guidelines for Written Assessments Level HE6 % Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/

Referencing

Clas

s I(E

xcep

tiona

l Qu

ality

)

85-100%

Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level. Demonstrates the ability to expertly identify and critically appraise the most important issues, themes and questions. Demonstrates originality in conceptual understanding.

Makes exceptional use of appropriate arguments and/or theoretical models. Presents an exceptional critical evaluation of the material results in clear, logical and insightful conclusions. Demonstrates distinctive or independent thinking.

Coherently articulated and logically structured.An appropriate format is used.

The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text. An extensive range of contemporary and relevant references cited in the reference list in the correct style.

41

Clas

s I(E

xcel

lent

Qual

ity)

70-84%

Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level.Demonstrates the ability to identify and critically appraise the most important issues, themes and questions.

Makes creative use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking. Presents an excellent critical evaluation of the material results in clear, logical and illuminating conclusions.

Coherently articulated and logically structured.An appropriate format is used.

The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).

An excellently writtenanswer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.

Clas

s II/i

(Ver

y Go

od

Qual

ity)

60-69%

Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level. Demonstrates the ability to identify and critically appraise key issues, themes and questions.

Uses sound arguments or theoretical models. Presents a sound critical evaluation of the material resulting in clear and logical conclusions.

Logically constructed in the main.An appropriate format is used.

The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

Sources accurately cited in the text and a wide range of appropriate references cited in reference list in the correct style.

Clas

s II/i

i(G

ood

Qual

ity) 50-

59%

Generally addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and critical appraisal of some key issues, themes and questions.

Presents largely coherent arguments. Evidence of attempted analysis and critical evaluation, with some descriptive or narrative passages. Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured. An acceptable format is used.

The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Clas

s III

(Sat

isfac

tory

Qu

ality

)

40-49%

Some degree of irrelevance to the title/brief. Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to critically appraise some key issues, themes and questions.

Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated.Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure. An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.

Some relevant sources cited.

Some weaknesses in referencing technique.

Bord

erlin

eFa

il

35-39%

Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level. Key issues and themes not identified or appraised.

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured.

Lack of articulation.Format deficient.

For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.Simplistic or repetitious style impairs clarity.

Style is non-academic.

Limited sources and weak referencing.

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Fail

<34%

Relevance to the title/brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Inadequate arguments and no analysis.Descriptive or narrative in style with no evidence of critique.Conclusions are sparse.

Unstructured.

Lack of articulation. Format deficient

For the type of assignment the presentational style &/or layout is lacking.FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.Style is non-academic.

An absence of academic sources and poor referencing technique.

General Assessment Guidelines for Written Assessments Level HE7 % Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing

DIS

TIN

CT

ION

Exce

ptio

nal

Qua

lity

85-100% Directly relevant to title/brief.Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge of theory and practice for this level.Insightfully interprets appropriate concepts and theoretical models. Demonstrates originality in conceptual understanding.

Presents an exceptional critique of key research material resulting in clear, original and illuminating conclusions.Demonstrates distinctive, insightful and creative solutions to complex problems.Produces exceptional work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured.

An appropriate format is used.

Exceptional presentational style & layout, appropriate to the type of assignment.Effective inclusion of figures, tables, plates (FTP).

Exceptionally well writtenanswer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text.

An extensive range of contemporary and relevant references cited in the reference list in the correct style.

Exce

llent

Qua

lity

70-84% Directly relevant to title/brief.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge of theory and practice for this level.Expertly interprets appropriate concepts and theoretical models. Demonstrates originality in conceptual understanding.

Presents an excellent critique of key research material resulting in clear, original and illuminating conclusions.Demonstrates insightful and creative thinking solutions to complex problems.Produces excellent work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured.

An appropriate format is used.

Excellent presentational style & layout, appropriate to the type of assignment.Effective inclusion of figures, tables, plates (FTP).

Excellently writtenanswer with standard spelling and grammar. Style is clear, resourceful and academic.

Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.

ME

RIT

Goo

d Q

ualit

y

60-69% Directly relevant to title/brief.

Addresses the assumptions of the title and/or the requirements of the brief well.

Demonstrates a sound knowledge of theory and practice for this level.Comprehensively interprets appropriate concepts and theoretical models. Demonstrates originality in conceptual understanding

Presents a cohesive critique of key research material resulting in clear and original conclusions.Demonstrates creative solutions to complex problems.Produces superior work that makes a contribution to the development of knowledge and understanding in the subject area

For the most part coherently articulated and logically constructed.

An appropriate format is used.

Very good presentational style & layout, appropriate to the type of assignment.Effective inclusion of FTP.

Well written withstandard spelling and grammar. Style is clear and academic.

Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style.

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PASS

Satis

fact

ory

Qua

lity

50-59% Generally addresses the assumptions of the title and/or the requirements of the brief.

Minor irrelevance in places.

Demonstrates an adequate knowledge of theory and practice for this level. Some minor omissions.Satisfactorily interprets some appropriate concepts and theoretical models. Demonstrates some originality in conceptual understanding.

Presents some critique of key research material resulting in original conclusions. Loss of focus in places.Demonstrates some creativity in solving complex problems.Produces satisfactory work that makes some contribution to the development of knowledge and understanding in the subject area.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar.

Style is legible and mainly academic.

Key contemporary and relevant academic sources are drawn upon.

Most sources are accurately cited in the text and reference list/bibliography.Minor weaknesses evident.

FAIL

Bor

derli

ne F

ail

45-49%

Some implications of issues explored.

Some irrelevant and/or superficial arguments.

Some omissions evident in knowledge of theory and practice at this level.Insufficient understanding of appropriate concepts and theoretical models. Demonstrates some conceptual understanding in places.

A limited amount of critique of key research material with description in places. Lacks creativity. Some original conclusions.

Limited attempt at articulation and problems with structure.

Some formatting errors.

Some weaknesses in the presentational style & layout.

Some inappropriate use of FTP.

Intermittent lapses in grammar and spelling. Style hinders clarity in places and is not academic throughout.

Limited number of contemporary and relevant sources cited. Weaknesses in referencing technique.

Fail

30-44%Significant degree of irrelevance to the title and/or brief.

Issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level.Limited understanding and application of concepts.

A basic argument is presented, but too descriptive or narrative in style. Limited originality and creativity.Conclusions are not clearly stated.

Poorly structured. Lack of articulation.Format deficient.

For the type of assignment the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar make reading difficult in places.

Simplistic or repetitious style impairs clarity.

Inappropriate sources and poor referencing technique.

<30%Relevance to the title and/or brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of conceptual understanding.

Severely limited arguments. Descriptive or narrative in style with no evidence of critique and originality or creativity.Conclusions are sparse.

Unstructured. Lack of articulation.

Format deficient.

For the type of assignment the presentational style &/or layout is lacking.FTP as above.

Poorly written with numerous deficiencies in grammar, spelling, expression and style.

An absence of academic sources and poor referencing technique.

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45